[COVID-19] 18 IDEAS TO HELP YOUTH CHANGE WHAT THEY CAN | Social Emotional Learning | Dr. Jackie M. Marquette

“I’m bored.” “I want to see my friends.”“How much longer is this virus going to last?”

These are some of the comments I hear from my friends who have teenagers at home. Some kids young and older are taking it hard as they are isolated from their peers.

Other teens and young adults face the COVID-19 crises with multiple challenges, such as, worried about an elderly family member who contracted COVID-19, parents working at home, or a parent’s job loss. Parents struggle to keep young children and/or young adults (on the autism spectrum or with disabilities) active and engaged at home. Families have never confronted challenging times like these.

I believe we can all get through this pandemic together and become more resilient and prepared to seek new experiences and live life to its fullest when the virus diminishes.

There is a quote that has helped me learn, practice, and support my adult son with autism. “Our strength grows out of our weakness.” by Ralph Waldo Emerson.

 18 ideas parents and teachers: Helping youth find strength during COVID-19 adversity.

1. Let youth know that even with a weakness or a challenge such as, living with adversity during difficult times, they can get through it all and get stronger. Yes it isn’t fair. But it is this generation’s call to duty. We all have to do it because it is our time. We know powerful real life stories of people from the past overcoming challenges or adversities. And we can overcome this as well.

2. Help the teen or young adult see that it is OKAY to have weaknesses. What’s more, help the teen or young adult accept their weaknesses such as, having a learning disability. Show our youth who have disabilities that many have become artists, entertainers, and mathematicians. We all have weaknesses and with them we can gain strength.

3. Help teens leverage a weakness. For example, a disorganization weakness can limit a student in starting or completing class assignments. Yet a student can recognize how to improve upon a weakness by putting into place a creative routine for online schoolingsuccess.

4. Encourage teens to find relief and comfort by seeking out teachers and parents to listen to their concerns or worries.

5. Recognize and validate to a young person the worries and anxiety they feel.

6. Help youth see and name small daily acts of courage that shape coping or help getting them get through one day at a time. For example, something as simple as getting away from the TV and doing self-care by walking their Golden Retriever for a daily walk around the neighborhood is an act of courage.

7. Help youth see how important it is to give themselves permission to initiate various ways of self-care such as, spending some needed time in a room away from family members, resting while listening to music, exercising, eating healthy snacks, all of which are actions of self-compassion.

8. Encourage youth to connect and keep in touch with others via electronic devices: grandparents, family members, and friends.

9. Encourage youth to create a visual routine of activities. Help them see that the routine can give meaning to their day which can also ground their day or week like a boat anchor.

10. Suggest that a teen might create a personalized artsy or crafty checklist of their routine. When youth create through drawings, pictures, a diagram, or a video, it can be fun.

11. Encourage youth to create daily or weekly goals. Suggest that h-she start with this question: “What would I have to have in place to feel better, to start, and stay with my (fill the goal in this blank).

12. Let youth know that during highly stressed times, it is OKAY to initiate just a few tasks. This is HUGE because this may be the best that the teen can do in one day, given the emotional stress h-she is feeling.

13. Teach teens to not be hard on themselves and to accept h-her weaknesses and adversity. Accepting is the first step in getting through. Help youth see what they are going through isn’t their fault and most importantly, isn’t permanent. The teen or young adult can be part of changing their daily life on their way to the new normal part of life in the future.

14. Help youth become more aware of the things they focus their attention upon and the emotions that unfold from that attention. For example: the act of worry and anxiety brings low energy which may result in listless activity, such as, staying in bed most of the day. In contrast, the teen can initiate the act of bike riding or skateboarding which delivers good feelings and increased energy from being in the sunshine and open air.

15. Help youth see the value of their goodness to other people when they focus their attention on (some examples): playing a board game with family (leisure), unloading the dishwasher (helping out the family), chatting with friends about collaborative online assignments, or just sitting on a porch swing to practice deep breathing (mindfulness).

16. Do express to the teen when you notice simple actions of h-her contribution, however so small in: self-care, planning, contributing to others, or completing tasks. This will reflect back that h-her efforts are working on their own behalf.

17. Support youth to self-advocate and to choose a person they trust to voice a need or concern.

18. Most importantly, you the parent/teacher do these things to emotionally balance yourself, walk the walk, talk the talk to what you teach. You are an example to the teen or young adult.

I believe youth can get through this difficult time, become resilient, and become more prepared to live life to its fullest.

End note: These suggestions can be adapted to all, young children and teensand young adults with Autism Spectrum and disabilities.

[Distance Learning] If you could give students entertaining and engaging activities to learn more about themselves in order to make emotional adaptations, wouldn’t you want them to have the resources? There are numerous resources on:

Jackie’s Store on Teacher Pay Teachers

Made for Google Drive, Google Slides

CCSSCCA.R.1

PDF CCSSCCA.R.1

For more resources students will enjoy learning at home.

Jackie’s Store on Teacher Pay Teachers

To Be Notified of New Promotions or Releases

Jackie’s website

I love creating tools to invite youth to experience:

*self-awareness to help direct their decisions, emotionally cope, and socially adapt.

*self-value to know they matter greatly.

*self-advocacy to express their voice and choice about what they need, what they enjoy, and who they want to become.

What Gets Between Youth and Their Goals

After decades of teaching youth with disabilities in all grades and researching what youth with autism spectrum need to make better work adaptations, Dr. Jackie Marquette discovered what youth need to acquire employment. It is as simple as a two sided coin. One side is for employers to acknowledge a candidate’s skills, strengths, and support needs, and the other side of the coin involves preparing youth to see their skills and interests from a wide range of strengths, personalized supports, and gainful social emotional awareness. Jackie has an adult son with autism and she has walked the walk, with ups and downs, failures and successes. Trent had employment at Meijer, a retail store for 13 years with innovative supports and for 19 years Trent has created abstract paintings for his art business. Many youth fall short in getting employed or getting in the right workplace environment because of limited opportunities and experiences to prepare for personal/social awareness to self-advocate. Very few educators, counselors, and employment professionals understand why or how to prevent the high unemployment rate among youth.

LINKED IN

FACEBOOK

TWITTER

Dr. Jackie Marquette writes curriculum for student career preparation as it relates to skill development and social emotional learning. She is the  founder of the Transition Career Academy teaching online courses and face-to-face workshops. Her trainings are approved for 6 CE’s by the Commission on Rehabilitation Counselor Certification (CRCC). She has been endorsed by highly recognized colleagues in the disability field for skills in Autism Spectrum Disorders, Training, and Research. Her extensive experiences span teaching students with learning/developmental disabilities and ‘at risk’, spearheading autism community workplace projects, implementing school district transition programs, consulting and using her own tools, one-to-one with youth seeking employment through the Office of Vocational Rehabilitation. She researched and interviewed over 800 youth with autism and their advocates, professionals, family members. As the owner of Youth Rescue© DBA Marquette Index, LLC, her program is engineered to be a catalyst for leaders, employers, and youth with their advocates. The purpose is to enhance everyone’s performance to make a meaningful difference in schools, companies, and the lives of all youth including those on who struggle socially and emotionally.

 

[COVID-19] Seven Empowering Actions We Can Give Teens

Hello Everybody

With the Stay at Home Order Youth need:

-a structure to do school work, exercise, leisure, and task(s) to contribute to the household.

-validation for any or all low emotions they feel: anxiety, anger, powerlessness.

-a game plan to recognize and name the full range of emotions they experience.

-an approach to feel and recognize the energy levels tied to activities/tasks.

-a plan to avoid letting low emotions take over and to know the steps to gain control.

-tools that will allow them to gain perspective over their emotions and have the emotions they want. [reframing]

-a process to see options and make daily decisions on their own behalf.

Many youth don’t know this question to ask: “How do I live in a world that is so different from what I knew before?” Youth need reassurance from us giving them hope for a good life and to believe in their own power to adapt to a world they are living in now.

The sooner youth have a grasp of their own power, the sooner they can shape their daily life and their goals. Here is my resource.

COVID-19 TEEN EMPOWERMENT [SEL]

To see additional resources for Distance Learning, go to:

‘Youth Rescue’ Teachers Pay Teachers’ Store

To Be Notified of New Promotions or Releases

Jackie’s website

I love creating tools to invite youth to experience:

*self-awareness to help direct their decisions, emotionally cope, and socially adapt.

*self-value to know they matter greatly.

*self-advocacy to express their voice and choice about what they need, what they enjoy, and who they want to become.

Thank you for reading my blog

LINKED IN

FACEBOOK

TWITTER

After decades of teaching youth with disabilities in all grades and researching what youth with autism spectrum need to make better work adaptations, Dr. Jackie Marquette discovered what youth need to acquire employment. It is as simple as a two sided coin. One side is for employers to acknowledge a candidate’s skills, strengths, and support needs, and the other side of the coin involves preparing youth to see their skills and interests from a wide range of strengths, personalized supports, and gainful social emotional awareness. Jackie has an adult son with autism and she has walked the walk, with ups and downs, failures and successes. Trent had employment at Meijer, a retail store for 13 years with innovative supports and for 19 years Trent has created abstract paintings for his art business. Many youth fall short in getting employed or getting in the right workplace environment. Rather, it is the personally matched opportunities and experiences with personal/social awareness preparation that enables adaptation and self-advocacy. With high youth unemployment, we all suffer. Very few educators, counselors, and employment professionals understand why or how to prevent the high youth unemployment rate.

 

Dr. Jackie Marquette writes curriculum for student career preparation as it relates to skill development and social emotional learning. She is the founder of the Transition Career Academy teaching online courses and face-to-face workshops. Her trainings are approved for 6 CE’s by the Commission on Rehabilitation Counselor Certification (CRCC). She has been endorsed by highly recognized colleagues in the disability field for skills in Autism Spectrum Disorders, Training, and Research. Her extensive experiences span teaching students with learning/developmental disabilities and ‘at risk’, spearheading autism community workplace projects, implementing school district transition programs, consulting and using her own tools, one-to-one with youth seeking employment through the Office of Vocational Rehabilitation. She researched and interviewed over 800 youth with autism and their advocates, professionals, family members. As the owner of Youth Rescue© DBA Marquette Index, LLC, her program is engineered to be a catalyst for leaders, employers, and youth with their advocates. The purpose is to enhance everyone’s performance to make a meaningful difference in schools, companies, and the lives of all youth including those on who struggle socially and emotionally.

 

 

 

Teaching Youth with Social Emotional Challenges to Adapt: Transition for Autism and Developmental Disabilities

Hello Advocates,

Your work is important to students’ transition.

Although many have strengths and capabilities to apply to a career or a job, their social anxiety or fear often prevents job/career goal achievement.

One of the most important things a student must show in order to get and keep a job/career, or go to college is

a  d  a  p  t  a  t  i  o  n.  

I created tools to help youth emotionally adapt to workplace settings.

I want to give you my ebook.                                                                                                 Autism Spectrum Career Builder.

Just click on this link to download it for Free. http://bit.ly/2m7ugO0

You get:

One User-friendly strength based tool                                                                                     with 43 actions to drive student career development, plus much more.

To my knowledge there are no transition employment models that exist on autism, capability, and emotional adaptation.

If you want to learn more about my integrative strength and emotional adaptation tools to use in your work, promoting their adaptation, then 

take a look at this Online Course 

“How to Engage Youth to Discover Careers and Adapt.” 

Receive 6 CEUs. 

This course is accredited by The Commission on Rehabilitation Counselor Certification, CRCC.

To see course details:  http://bit.ly/2m2HZFY

I am available for you, email or call me.

My best

Jackie

===================

Jackie M. Marquette, PhD.

Marquette Index, LLC.

Career Strategist | Program Development | Course Design/Teacher | Author | Veteran of Adult Transition

http://marquettestrengthsindex.com

5024176063

LINKEDIN: https://www.linkedin.com/in/jackiemarquettephd/

GET FREE STUFF and updates by Jackie

http://marquettestrengthsindex.com/wp

5024176063

 

Autism Spectrum Career Builder.  

Just click on this link to download it for Free. http://bit.ly/2m7ugO0   

You get:

One User-friendly strength based tool 

with 43 actions to drive student career development, plus much more.

To my knowledge there are no transition employment models that exist on autism, capability, and emotional adaptation. 

If you want to learn more about my integrative emotional adaptation tools to use in your work, promoting their adaptation, then 

take a look at this Online Course 

“How to Engage Youth to Discover Careers and Adapt.” 

Receive 6 CEUs. 

This course is accredited by The Commission on Rehabilitation Counselor Certification, CRCC. 

To see course details:  http://bit.ly/2m2HZFY

Save $50.00, use discount code: backtoschool50off

I am available for you, just email or call me.

My best

Jackie

===================

Jackie M. Marquette, PhD.

Marquette Index, LLC.

Career Strategist | Program Development | Course Design/Teacher | Author | Veteran of Adult Transition

https://www.drjackiemarquette.com

5024176063

LINKEDIN: https://www.linkedin.com/in/jackiemarquettephd/   

GET FREE STUFF and updates by Jackie

https://www.drjackiemarquette.com

 

Helping Youth Get Employed | Professional Development | 6 CEU’S

Helping Youth Get Employed | Professional Development | 6 CEU’S

Announcing my ONLINE COURSE: ‘How to Engage Youth to Discover their Dream Career and Adapt’

Are you a counselor, educator, or a parent seeking ways to help youth with Autism Spectrum and special needs access their own blueprint for career preparation?

With this course, you will receive:

-Tools for student matched job/career options:

-Tools to create on-the job predictability for adaptation,

-Tools to create student acceptance in workplaces and community settings,

-Tools for building connections, and

-Checklists and tools to promote self-acceptance, self-advocacy, and self-satisfaction in life.

This course has been approved for 6 CEU Credit Hours by the

Commission on Rehabilitation Counselor Certification

See Curriculum and Registration:

https://www.drjackiemarquette.com/courses/

Receive  $50.00 Discount

Use Coupon Code: backtoschool50off

For Purchase orders or questions? 

Contact me: Dr. Jackie M. Marquette

drjackie@marquettestrengthsindex.com

Connecting Youth to their Strengths, Careers, and Emotional Adaptation

 

Jackie 20sec video august 12

 

 

9 Ways to Improve Student Transition: Autism Spectrum, Disabilities, and ‘At Risk’

Do you work with students in transition and worry about how they will get or keep a job after high school? This blog will offer new perspective. Briefly I will reveal the problem and next the 9 solutions.

Student transition to a job or college in our society operates on the ‘Vertical Approach’, which is an upward movement from one phase of life to the next. Examples include: high school student to college student, or high school student to employee. But the vertical approach doesn’t work for every student. I introduce to you the ‘Lateral Approach’ to increase transition outcomes.

Problem Revealed
According to data reported in article
more Kentucky high schoolers are graduating, but not prepared for college or the workforce.

Data show 90 percent of Kentucky’s students graduated, but only 60 percent were college or career ready. The numbers were much worse with African-American students and students disabilities, with career readiness rates of 32 percent and 25 percent.

The national level data is equally discouraging for students with disabilities.

Nine Solutions
1. Use ‘a lateral approach, a creative process that applies a step-by-step approach to enable student to make effective transitions. Let me offer an analogy. Just as a car that comes to a dead stop at the end of a street, the driver must use its reverse gear to get out of being stuck. A driver wouldn’t use the reverse to drive all the time, only when needed. The same process can be applied to students with disabilities in transition. We must create Career Readiness (CR) Programs using the ‘lateral approach’ (creative steps) that move h/her forward. For some students, effectiveness in transition is dependent upon an art form, requiring school personnel to think ‘out of the box’. Thus, the ‘vertical approach’ is not eliminated for students, it is only enhanced by the ‘lateral approach’.

How can school personnel use the lateral approach to enhance effective transitions for students with Autism Spectrum, Disabilities, and ‘At Risk’?

2. Use assessments that look beyond academic areas and look into multiple intelligences that draw upon student curiosities about careers and noting their experiences in career exploration.
Drop using a student’s IQ as a criteria to determine if the student can enter and/or benefit from a CR Program.

3. Use tools that reflect a student’s personal preferences and the need for supports to enhance predictability, focus, and on-the-job decision-making.
Drop using a perceived functional cognitive adaptive ability about a student. This perception can lead to denying h-her access to a CR program.

4. Use and practice acceptance that all students can enter and benefit from a CR program.
Drop criteria that denies a student’s entry into CR program based upon h-her family’s low income household or situation.
Drop demographic labels that deny student CR access: students of color, ethnicity, or disability.

5. Use tools that help student self-evaluate their own individuality, strengths, and unique abilities.
Drop academic ability and test scores as criteria for entry into CR programs.
Drop using diagnoses/co-morbidity as a reason a student cannot benefit from a CR program.

6. Use strength-based assessments and see the student’s unique abilities and interests that can lead to a career to explore.
Drop seeing behavior as a criteria to be corrected and changed before a student enters into a CR program. A student’s behaviors may change with new engagement and new interests.

7. Use actions to show that you believe in the student. See student as one who can make strides in a CR program.
Drop judgement that may instill disbelief in h-herself. Your belief about the student having strengths and abilities can motivate the student to initiate or follow through with steps required to get employed and face the on-the-job obstacles. Promote self-determination.

8. Use student self-evaluations to encourage student self-awareness. When the student gains self-awareness with self-advocacy activities, h-she is introduced to safe and effective ways of responding to on-the-job demands or problems. When self-advocacy is practiced, accountability to a job or college can be accomplished.
Drop any perceptions you may have about performance of task skills equals overall employment success. Rather, it is the self-awareness development and self-advocacy training that promotes social and emotional capability to adapt to a job or college.

9. Use the framework of ‘interdependence’ in Career Readiness Programs. Students need to hear from you the professional that we are all interdependent and rely on supports.
Drop the requirement and stigma that they must achieve ‘independence’ in all things. Teach students when they work and contribute among others, they are showing increased ability to perform on the job. We live in a very interdependent world, so should individuals with disabilities recognize that it is acceptable to use ‘interdependence’ to pursue their goals.

TRY THESE:
1. Teachers/ Professionals/Parents —Do you want your students to know their strengths and careers that match?
Give your students the Strength and Career Index©
for only $9.99 use Discount Code: INDEX65 Go to marquettestrengthsindex.com

2. If you want to learn more about Jackie giving a training to use these unique career readiness tools with curriculum, call me at 502 417-6063 or email me drjackie@marquettestrengthsindex.com

3. Look for my weekly program on Linked In ‘Autism Interdependence Matters’

Lastly, I look forward in emailing you information about courses I am offering, tools, and videos.

Thank you.
Have a nice day.

Jackie Marquette Ph.D.
Autism Interdependent Strategist
marquettestrengthsindex.com

Work Readiness for Students with Autism  Spectrum, Developmental Disabilities, and ‘At Risk’: A Professional Resource Checklist

Work Readiness for Students with Autism  Spectrum, Developmental Disabilities, and ‘At Risk’: A Professional Resource Checklist

Check each one that applies.

1. My student/clients can often see good job/career possibilities for themselves. ___________

2. My student/clients generally rely upon people (natural) supports in the workplace in order to adjust or adapt to their job.  ___________

3. My student/clients generally have challenging behaviors which makes it difficult to identify an appropriate job match.___________

4. Most of my student/clients need structure in order to perform on their job. ___________

5. My student/clients often show a lack of motivation or inspiration to do what it takes to get hired or to keep their job. ___________

6. My student/clients often lack effective ways to speak up for themselves. ___________

7. Most of my student/clients can name 3-5 interests or strengths they see in themselves. ___________

8. I see my student/clients abilities and strengths, but these aren’t an easy match to jobs/careers they can do. ___________

9. Most of my student/clients have a desire to get a job or to go to college. ___________

10. My student/clients have shown anxiety and/or have melt downs in one or more of the following: a. learning a new task, b. working around unfamiliar people, c. in new settings, d. or when changes suddenly occur on the job site. ___________

11. My student/clients usually know the kind of job they want and can do. ___________

12. Many of my student/clients place high demands of ‘independence’ or ‘do it myself’ attitudes in which they have a difficult time measuring up to. ___________

13. Though my student/clients exhibit challenges, they rely on people around them to believe in their abilities and strengths. ___________

If you checked 2 or more of  these numbers 3, 4, 5, 6, 8, 10, 12  – your students could benefit from S.A.F.E.T.Y. WORKS (c)

I would love to share several tools with you to use with students in your Career Readiness Programs. These tools with curriculum can provide increased insight and clarity in preparing your student/client for Career Readiness/College, Job Development, and Job Maintenance. 

 drjackie@marquettestrengthsindex.com 

See REVIEWS 

Here is a Free Gift  I want to offer your student/client with Autism Spectrum. Students:

Fun Free Quiz–How well do you know the value of your strengths?

Thank you for reading my blog.

Jackie

End Note:

I believe I have  something unique to bring to the Career and College Readiness table for youth with Autism Spectrum and Developmental Disabilities. This blog represents a strengths model to support personal preferences and emotional needs, known as SAFETY Works©.

In my research, I listened to the voices of hundreds individuals with autism and their advocate/parents about how they found meaning and how they wanted to live their lives. Over three decades of study and experience, I used the data to create these tools to help people facilitate getting the right job, pursue college, and/or to live interdependently. With personal experience, I have a an adult son with autism who has become an accomplished artist.  He taught me how to support his self-determination, self-advocacy and adaptation. We personally experienced many trials and errors with set backs and progress. I want to pass these tools to people with autism and their advocates to create and live their adult lives their unique way.

Please offer your comments, because I want to hear them. I spend a lot of time writing. If you like my blog and think it can help other people, please share it.

Again thank you for reading blog.

 

Facing the Fear of Uncertainty

 

Mary is a delightful 19 year old woman who has autism. Now that she has graduated high school, she has tremendous fear that is preventing her from pursuing a career goal. Her days are filled with hiding in her room drawing and reading. Although she feels safe there, she really doesn’t like hiding in her room all day.

She had overwhelming fear about entering the community. Unexpected occurrences, sensory output from the environment was painful to her ears. What’s more, she feared interactions with unfamiliar people. She dreaded shopping trips because the idea of responding to a clerk or someone else was too much to handle.

Mary has a talent of drawing people’s faces. The detail is amazing. Many of her family members have her art exhibited in their homes. Despite the obstacles, Mary has a deep desire to pursue her talent.

With the Strengths and Career Index, she discovered all her strengths: talent in arts, personal preferences, and self-emotional awareness that altogether can support her talent. She learned about  tech tools that meet her personal preferences, reduces her anxiety, and brings ease to her life. Today Mary is in college and developing her talent.  She has increased her adaptability, has more positive experiences and a greater life satisfaction.

Do you have fears that hold you back from a job or a career?

or

Do you, or someone you know with autism or challenges (a student, client, or loved one)  have  fears?  Are they consuming  you? or Are they consuming the individual you know?

Try this activity to sort through fears.

List the fear(s)________________________________________________

__________________________________________________________

__________________________________________________________

Is the fear real (for example, if you pet a barking angry dog, you might get bit.) Write about the bad thing that will happen if you face your fear.

___________________________________________________________

___________________________________________________________

___________________________________________________________

Or

Is your fear unreal? (for example, the outcome may leave you to be uncomfortable for a moment, wait a while, or tolerate someone briefly). Write about the uncomfortable thing or feeling you might have to face. The fear may not be damaging or harmful, but may cause you to be  uncomfortable.

___________________________________________________________

___________________________________________________________

___________________________________________________________

If you have a fear in entering settings, do these things:

  1. Reach out to someone to help you sort through your fears.
  2. Take the Strengths and Career Index to reveal strengths and personal preferences that can support you to feel safe and overcome obstacles.

 

Emotional Supports for ASD during Loss

k-in-summer-enjoying-freshair

Emotional Supports for ASD during Loss

When individuals with ASD face events of loss, emotional supports are necessary to assist their adaptation.

Katie was a golden retriever, Trent’s sweet companion dog and friend for 15 years. She left us on December 14, 2016. She became my autistic son’s pet and a member of our family when she was just an eight-week old puppy.

Sadly, for the past several years, Katie developed arthritis that caused her much pain to stand from a sitting position. This impacted her ability to enjoy walks in the park. Within the past six months she suffered from cancerous growths on her body. Then the last week of her life these growths grew in her mouth. Due to her deteriorating condition, we chose euthanasia for our beloved Katie.

Because of Trent’s love for her, I was deeply concerned how he would respond to Katie no longer being with us. We believed it was important to help him understand and self express his emotions, thus, to appreciate the love he had for her.

Emotions drive everything we do. It is human nature to have emotions, but to recognize them, and to manage them to move through difficulties is the essence of adaptation. It was my intention to help promote Trent’s response to losing Katie and to gain emotional adaptation through this tragic event. In contrast, if we did not bring attention to his emotions, I believe it would only make it worse overtime.

By facing the loss head on, these initiated actions enabled all of us in the family to manage our own grief and emotions. Equally important, these actions helped to enable Trent’s ability to self express and grieve in his own way over Katie.

Seven Actions:

1. We involved Trent in the goodbye process. The morning before we took Katie to the veterinarian, I brought Katie to Trent’s house so he could see and pet her one last time. I took pictures of him with her so he would later see the photo of saying his goodbyes.

2. We openly showed our own emotions for Katie. My emotions were raw and deep. I knew it was important to honor my own emotions I had for Katie, for my own well-being, and to help Trent.

3. The day after she died, Trent and I wrote a story together about Katie. We wrote about all the good times, the special food she liked, the walks and the playtime Katie loved. Our story was about acknowledging Katie’s personality and the love she shared with us.

4. We created a legacy. We found ways that Trent could remember the moments he had with Katie. It was important that Trent remember all the good times with Katie and his love for her. Although he has difficulty expressing his emotions and because of his limited expressive language, we chose images to make a video that would enable his ability to self express.

5. I searched my computer files for photos of Katie. We selected photos of Katie throughout years. We placed them in a special scrap book to be placed on the coffee table in Trent’s house. The book will be a beautiful reminder of the times we all shared life with Katie.

6. I made a video about Katie for beautiful memories. We used photos from the past and photos of the last 36 hours that Katie lived.

7. For our last day with her, we celebrated Katie and treated her to an ice cream party with her best pet friend Daisy Mae. Katie also enjoyed her last sausage, egg, and gravy breakfast. We all enjoyed a day of just holding and petting her.

During stressful times or events of loss, we all need emotional supports. These actions helped us with our loss. Yet, Trent relied upon us to offer activities to manage his emotions of losing Katie and honoring Katie’s presence in his life.

Individuals with ASD need emotional supports, especially when they have difficulty understanding the loss or in verbally expressing their emotions about their loss. The more we help individuals of all ages with autism recognize emotions and self express their feelings of loss, the greater emotional adaptation and growth can occur. Honoring emotions enhances well-being.

Our video, A Celebration of Katie’.

https://youtu.be/oxjnxJ6UA6s

Jackie M. Marquette, Ph.D.

www.marquettestrengthsindex.com